Faculty teaching experiences

2021 ◽  
pp. 94-108
Author(s):  
Zhou Zhong ◽  
Xinjie Yu
Keyword(s):  
Teaching Experiences ◽  
Faculty Teaching

scholarly journals A Reflective Study of Online Faculty Teaching Experiences in Higher Education

2020 ◽  
Vol 3 (1) ◽  
pp. 50-66
Author(s):  
Katherine Assante Perrotta ◽  
Chara Haeussler Bohan
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Online Faculty ◽  
Teaching Experiences ◽  
Faculty Teaching ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
E Learning ◽  
Reflective Study

Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connectedness to the campus community, and academic freedom and curriculum control have significant implications for online teaching and student learning. In the wake of COVID-19 as colleges across the nation suddenly are faced with moving to exclusively online learning, this study is needed more than ever.

A Qualitative Case study on the Teaching Experiences of Biotechnology-related Curriculum Linked Extracurricular Program Management

2020 ◽  
Vol 42 (5) ◽  
pp. 729-758
Author(s):  
Ji Sue Lee ◽  
Hee Ho Park ◽  
Kwang Suk Lim ◽  
Hee Jae Lee ◽  
Suk-Jin Ha
Keyword(s):  
Qualitative Case Study ◽  
Program Management ◽  
Teaching Experiences

Faculty Teaching Goals, 1968-1973

1976 ◽  
Vol 24 (2) ◽  
pp. 298-307 ◽  
Author(s):  
Gerald M. Platt ◽  
Talcott Parsons ◽  
Rita Kirshstein
Keyword(s):  
Faculty Teaching ◽  
Teaching Goals

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

‘I believe in humanity’

Journal ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Alejandra Carolina Silva Ronc
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Human Beings ◽  
School Students ◽  
Teaching Experiences ◽  
Social Growth ◽  
Socioemotional Skills

“Education as it always should have been”. That was the motto of the summer school where I taught anthropology for a three-week programme aimed secondary school students. The implications of this slogan went far beyond cognitive goals, aiming at the very acquisition of socioemotional skills and, in my case, the transformation of our idea of humanity and our role within society as human beings. This paper will try to discuss some of the teaching experiences of this period to better understand the nature of an education for uncertain (but hopeful) times and the value of methodologies that address uncertainty as prelude for a personal and social growth.

WORKSHOP FOR EARLY CAREER GEOSCIENCE FACULTY: TEACHING, RESEARCH, AND MANAGING ONE’S CAREER

2017 ◽  
Author(s):  
Rachel J. Beane ◽  
◽  
R. Heather Macdonald ◽  
Richelle M. Allen-King ◽  
Tessa M. Hill ◽  
...  
Keyword(s):  
Early Career ◽  
Faculty Teaching ◽  
Teaching Research
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